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Support Material
GCE ICTOCR Advanced GCE in ICT: H117
Unit: G061
This Support Material booklet is designed to accompany the OCR Advanced GCE specification in ICT for teaching from September 2008.
© OCR 2007
Contents
Contents 2
Introduction 3
Scheme of Work - ICT : H117 : G061 5
Lesson Plan - ICT : H117 : G061 32
Other forms of Support 40
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Introduction
Background
A new structure of assessment for A Level has been introduced, for first teaching from September 2008. Some of the changes include:
The introduction of stretch and challenge (including the new A* grade at A2) – to ensure that every young person has the opportunity to reach their full potential
The reduction or removal of coursework components for many qualifications – to lessen the volume of marking for teachers
A reduction in the number of units for many qualifications – to lessen the amount of assessment for learners
Amendments to the content of specifications – to ensure that content is up-to-date and relevant.
OCR has produced an overview document, which summarises the changes to ICT. This can be found at www.ocr.org.uk, along with the new specification.
In order to help you plan effectively for the implementation of the new specification we have produced this Scheme of Work and Sample Lesson Plans for ICT. These Support Materials are designed for guidance only and play a secondary role to the Specification.
Our Ethos
All our Support Materials were produced ‘by teachers for teachers’ in order to capture real life current teaching practices and they are based around OCR’s revised specifications. The aim is for the support materials to inspire teachers and facilitate different ideas and teaching practices.
In some cases, where the Support Materials have been produced by an active teacher, the centre logo can be seen in the top right hand corner
Each Scheme of Work and set of sample Lesson Plans is provided in:
PDF format – for immediate use
Word format – so that you can use it as a foundation to build upon and amend the content to suit your teaching style and students’ needs.
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The Scheme of Work and sample Lesson plans provide examples of how to teach this unit and the teaching hours are suggestions only. Some or all of it may be applicable to your teaching.
The Specification is the document on which assessment is based and specifies what content and skills need to be covered in delivering the course. At all times, therefore, this Support Material booklet should be read in conjunction with the Specification. If clarification on a particular point is sought then that clarification should be found in the Specification itself.
A Guided Tour through the Scheme of Work
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= Stretch & Challenge Activity This icon is added at the end of text when there is an explicit opportunity to offerStretch and Challenge.
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= Innovative teaching idea = Stretch and challenge opportunity idea
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ICT HICT H117: Information, System and Applications G061
SUGGESTED TEACHING TIME
10 HOURS
TOPIC DATA, INFORMATION, KNOWLEDGE AND PROCESSING
TOPIC OUTLINESUGGESTED TEACHING AND HOMEWORK ACTIVITIES
SUGGESTED RESOURCES POINTS TO NOTE
Terminology Create a PPT presentation on definitions of data, information, knowledge and processing
p1 – 7 AS ICT for OCR Multiple choice quiz - www.teach-ict.com/
as_a2/topics/data_info_know/data_info.htm Mini-website teach-ict.com on Data, Information and
Knowledge PPT on Knowledge, www.fatmax.org
The mini-website and the PPT presentation provide notes on all the topics in this module however they do not contain complete coverage of the OCR spec. and should be treated as an extra resource
Each student provides different sets of data – the other students have to translate data from information to knowledge
See table on p2 AS ICT for OCR Many schools may still have this text book which is relevant to the old specification. However a new OCR approved text book is forthcoming for teaching this new specification and these resources will be updated as appropriate to reflect this
Investigate different methods used to convey information – text, pictures, videos, animation, sound, LED
Students prepare a table with four columns, describing each different method of conveying information, advantages and disadvantages, plus an example
See activity p3 & 4 AS ICT for OCR for guidance Methods of conveying information should be put in context as far as possible. E-traffic lights, fire sirens etc.
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ICT HICT H117: Information, System and Applications G061
SUGGESTED TEACHING TIME
10 HOURS
TOPIC DATA, INFORMATION, KNOWLEDGE AND PROCESSING
TOPIC OUTLINESUGGESTED TEACHING AND HOMEWORK ACTIVITIES
SUGGESTED RESOURCES POINTS TO NOTE
Types of data Describe the different data types Boolean, real, integer, string, date/time
Give a scenario (e.g. estate agent, removal company, school) and ask the students to give an example as to where each type would be used
http://www.techterms.com/definition/datatype gives some help
It is useful for the students to know why different types are needed
Static and Dynamic Data Explain the difference between static and dynamic data
Students will write a short report giving advantages and disadvantages of using a CD-ROM or the Internet to find information on a topic
p173 AS ICT for OCR Students could be asked to look up a topic for a different subject e.g. if they are doing History or Geography
Sources of data Where does data come from? Original Source and Indirect. Give different examples to students – ask to identify type of source, and then describe advantages and disadvantages – in context
p10 & 11 AS ICT for OCRhttp://www.teach-ict.com/as_a2/topics/data_info_know/data2.doc
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SUGGESTED TEACHING TIME
10 HOURS
TOPIC DATA, INFORMATION, KNOWLEDGE AND PROCESSING
TOPIC OUTLINESUGGESTED TEACHING AND HOMEWORK ACTIVITIES
SUGGESTED RESOURCES POINTS TO NOTE
Quality of information GIGO - explain 6 factors for good data –
accuracy, relevance, age, completeness, presentation, level of detail
Students to be given a topic (for instance a railway timetable) and asked to look at each of the 6 factors in relation to the given topic. What are the consequences of any factor being inadequate?
Mini-website on quality of informationwww.teach-ict.com/as_a2/topics /data_info_know/datainfo/quality_of_information.htm
This could be combined with their report on static and dynamic data to note the relevance of each factor
Encoding data Explore the advantages and disadvantages of encoding data
Activity – each student writes 3 different sets of codes, hand to another student for deciphering
p14 – 16 AS ICT for OCR Notes on encoding data from Alcester Grammar School via
www.teach-ict.com
What encoding takes place in the school? Teachers, rooms, subjects, clubs etc.
Validation and verification
Verification – double entry and visual check/proof reading
Validation – range, type, check digit, length, lookup, picture/format, presence
Mnemonic to help students with the difference Verify with the eye! Validate with the computer Verification and validation task – www.teach-ict.com
as_a2/topics/validation_verification/
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SUGGESTED TEACHING TIME
10 HOURS
TOPIC DATA, INFORMATION, KNOWLEDGE AND PROCESSING
TOPIC OUTLINESUGGESTED TEACHING AND HOMEWORK ACTIVITIES
SUGGESTED RESOURCES POINTS TO NOTE
Ask students to find an example of an on-line order form. How can data be verified? Suggest suitable validation checks
verification_and_validation.htm
Back-up and archive Discuss the definitions and difference between back-up and archive. Give different situations – identify back-up or archive
p50 AS ICT for OCR
Cost of information Hardware, software, consumables and manpower
Give a situation, try and come up with different costs under each heading
p25 – 27 AS ICT for OCR Activity on P27
Input-process-output-feedback loop
Explain the input/process/output feedback loop
Provide different situations where this applies
Complete a flow diagram within the context of maintaining the environment in a green house
Mini website on Input, Processing and Output www.teach-ict.com/AS_A2
Students need not by tied by the green house example, they could choose from a given list of situations
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SUGGESTED TEACHING TIME
10 HOURS
TOPIC SOFTWARE AND HARDWARE COMPONENTS OF AN INFORMATION SYSTEM
TOPIC OUTLINE SUGGESTED TEACHING AND HOMEWORK ACTIVITIES SUGGESTED RESOURCES POINTS TO NOTE
Consolidation Glossary of terms Explore previous exam questions
on this topic
www.whatis.techtarget.com IT encyclodpedia and learning centre
www.teach-ict.com – past exam questions
Difference between hardware and software
Computer basics – hardware, systems and applications software
Importance of standardisation. Students look at the websites, make
notes, followed by classroom discussion to ensure all relevant facts have been covered – teacher prepared handout with room for extra notes from pupils
Students look at the PPT on Hardware and Software and answer questions
www.jegsworks.com Computer Basics Mini website – General purpose computer WWW.teach-
ict.com www.teach-ict.com/contributors/mark_bebbington/Hardware___Software.ppt
good introduction:www.fatmax.org PPT on Introduction to Software
Presentation www.teach-ict.com/as_a2 /topics/standardisation/standards/index.htm
News article on 25 Years IBM PCnews.bbc.co.uk/1/hi/technology/4780963.stm
AS ICT for OCR Ch.2
The notes available on Computer Basics offer an excellent introduction to this topic
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SUGGESTED TEACHING TIME
10 HOURS TOPIC SOFTWARE AND HARDWARE COMPONENTS OF AN INFORMATION SYSTEM
TOPIC OUTLINE SUGGESTED TEACHING AND HOMEWORK ACTIVITIES SUGGESTED RESOURCES POINTS TO NOTE
Input, output and storage devices
Investigate different devices – handout with pictures for students to identify and give usage
Compare QWERTY and DVORAK keyboards– students prepare a “sales pitch” for one of these keyboards
Ergonomics – create a poster looking at the ergonomics of an input device
www.teach-ict.com mini-website on Input Devices with an associated task sheet
AS ICT for OCR Ch.2
The task sheet gives pictures etc.
Specialist hardware devices Internet search for puff-suck switch, foot mouse, eye typer, Braille printers and keyboards, speakers and microphones
Look at different disabilities and come up with appropriate device
www.abilityhub.com – a commercial site selling input deviceswww.oneswitch.org.uk
AS ICT for OCR Ch.2
Specialist software devices Internet search for predictive text, sticky keys, zoom, voice recognition
Look at different disabilities and come up with appropriate software
Research “smart houses” on the Internet AS ICT for OCR Ch.2
Types of software Know definitions and examples/usage of operating systems, user interfaces, utilities, application software
Ask students to produce a card game – matching types eg virus software and
AS ICT for OCR Ch 3 www.fatmax,org PPT on software www.Computer.howstuffworks.com/
operating-system
The card game provides a different learning style for students
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SUGGESTED TEACHING TIME
10 HOURS TOPIC SOFTWARE AND HARDWARE COMPONENTS OF AN INFORMATION SYSTEM
TOPIC OUTLINE SUGGESTED TEACHING AND HOMEWORK ACTIVITIES SUGGESTED RESOURCES POINTS TO NOTE
utilities
User interfaces Forms, command-based, natural language, dialogue, WIMP
Give examples and identify - look at 4 different situations and explain why the chosen UI is the most suitable
www.teach-ict.com Mini website on User Interfaces
AS ICT for OCR Ch.3
Consolidation Glossary of terms Review past examination questions
www.whatis.techtarget.com IT encyclopaedia and learning centre
www.teach-ict.com past exam questions
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SUGGESTED TEACHING TIME
10 HOURS TOPIC
CHARACTERISTICS OF STANDARD APPLICATIONS SOFTWARE AND APPLICATION AREAS
TOPIC OUTLINE SUGGESTED TEACHING AND HOMEWORK ACTIVITIES SUGGESTED RESOURCES POINTS TO NOTE
Types of software used for basic tasks
What is standard/generic software? Letter writing, memos, reports, flyers, brochures, posters, business cards, graphs, data modelling, forecasting, data handling, sorting, searching, mail merging, web page authoring and presentations
Students produce a game to match up basic tasks and the correct application software eg word processing and letter writing
www.teach-ict.com/as_a2/ topics/ software/software.htm PPT presentation Software Classification
Ch 13 AS ICT for OCR
The game could consist of cutting out cards and writing the tasks on one set of cards and the applications on the other
Equally it could consist of a multiple choice quiz using hyperlinks
Characteristics of applications
Pupils pick a topic and produce a report on each of the following and distribute to members of their group: Characteristics of school administration and teaching systems, stock control, booking systems, on-line training systems, timetabling and route finding systems, customer records systems and on-line banking. Deliver reports to rest of group
Ch 13 AS ICT for OCR www.computer.howstuffworks.com –
software library
How each of these topics works does not need to be learnt in detail. It is the characteristics that are important
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SUGGESTED TEACHING TIME
10 HOURS TOPIC
CHARACTERISTICS OF STANDARD APPLICATIONS SOFTWARE AND APPLICATION AREAS
TOPIC OUTLINE SUGGESTED TEACHING AND HOMEWORK ACTIVITIES SUGGESTED RESOURCES POINTS TO NOTE
Wizards, style, templates and macros
Describe the purpose and characteristics of wizards, styles, templates and macros – advantages and disadvantages of using them. Students pick a software application and give a short talk on how this application uses wizards, styles, templates and macros – outlining advantages and disadvantages
Using a standard package try to create a macro, use a wizard and template
Definitions available on www.teach-ict.com/ and use the ICT dictionary
Microsoft Word for creating actual macros and for using wizards and templates
The important thing here is not just defining the terms but what are the benefits and drawbacks of using wizards, templates and macros in given applications
Design considerations and tailoring of data entry screens
Describe the design considerations for tailored data entry screens
Describe how standard/generic applications software can be tailored using buttons, forms, menus and templates
Use of forms – within application, web-based, third party programs
Look at different examples of forms on the Internet and evaluate with respect to these design considerations: consistency, relevance, supportiveness, visual and audible cues, memory and learning
Ch 12, p192-194 & p214-215 AS ICT for OCR
The students will be working on exercises. There may be a link to some of this work and the practical work. It is a good idea to try to create a data entry form using some of these controls
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SUGGESTED TEACHING TIME
10 HOURS TOPIC
CHARACTERISTICS OF STANDARD APPLICATIONS SOFTWARE AND APPLICATION AREAS
TOPIC OUTLINE SUGGESTED TEACHING AND HOMEWORK ACTIVITIES SUGGESTED RESOURCES POINTS TO NOTE
House style Explain why an organisation needs a consistent house style
Look at documents etc produced in your school and identify house style
Identify the house style of a well known business and write a report
Ch 13, p209-210 AS ICT for OCR
Master documents and slides
Describe how master documents/slides, style sheets and templates can be used to create a consistent house style
Create own master slide on PowerPoint for a company of their own choice
http://www.ucl.ac.uk/is/documents/word/ MasterDocuments.doc
for practical guidance on master documents in general http://www.homeandlearn.co.uk/powerpoint/
powerpoint_p2s2.html for setting up a master slide in PowerPoint
Transfer of data between applications
Describe how to import/export files between standard/generic applications with no common format
Produce a list of files with the following file types – TXT, RTF, CSV, TSV, DBF and CSB
Give students different data files and ask to transfer from application to application and write a report on problems
AS ICT for OCR Ch 13, p210-211 How to do this without cut/copy and paste
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SUGGESTED TEACHING TIME
10 HOURS TOPIC
CHARACTERISTICS OF STANDARD APPLICATIONS SOFTWARE AND APPLICATION AREAS
TOPIC OUTLINE SUGGESTED TEACHING AND HOMEWORK ACTIVITIES SUGGESTED RESOURCES POINTS TO NOTE
Different users of standard/generic applications software
Explain the needs of different users of standard/generic applications software
Who would use what and why? Identify three users of generic software eg
accountant, estate agent, shopkeeper. For each user, define the features they will need in the software and so choose which applications they will need
AS ICT for OCR p209
Consolidation Glossary of terms Review past examination questions
www.whatis.techtarget.com IT encyclopaedia and learning centre
www.teach-ict.com Past exam questions
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SUGGESTED TEACHING TIME
10 HOURS TOPIC
SPREADSHEET CONCEPTS
TOPIC OUTLINE SUGGESTED TEACHING AND HOMEWORK ACTIVITIES SUGGESTED RESOURCES POINTS TO NOTE
Create a spreadsheet so that the topics listed below can be investigated
Sample spreadsheet available on www.advanced-ict.info click on the link MS Office and Excel
Text book – Successful ICT Projects in Excel, PM Heathcotewww.teach-ict.com/as_a2/topics/software/Spreadsheets.html
Spider diagram on spreadsheets
This text book contains several excellent exercises that cover all the topics listed below
Characteristics of modelling software
Describe the characteristics of modelling software and give reasons why a model might be
used What is modelling? Physical (virtual
representation) and mathematical Students create a PPT presentation on
modelling – characteristics and reasons for use
AS ICT for OCR – Ch 8 www.ist.ucf.edu/background.htm a good
introduction to this topic www.science.org.au/nova/016/016box02.htm
- looking at a model for greenhouse effect
Variables, formulae, functions and rules
Explain how variables, formulae, functions and rules are used in modelling software
Describe how a data model may be used for answering “what if” questions and explain the advantages of being able to answer such questions using a spreadsheet
www.usd.edu/trio/tut/excel/ excellent introduction to spreadsheets
Ch 3 & 4 Successful ICT Projects in Excel Mnemonic SMTV – safety, money, time and
variables Ch 5 Successful ICT Projects in Excel
Mnemonics help students to revise – it is always a good idea to ask students to come up with their own mnemonics
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SUGGESTED TEACHING TIME
10 HOURS TOPIC
SPREADSHEET CONCEPTS
TOPIC OUTLINE SUGGESTED TEACHING AND HOMEWORK ACTIVITIES SUGGESTED RESOURCES POINTS TO NOTE
Students produce a table giving definitions, examples and usages
Worksheets, workbooks, rows, columns, cells, ranges
Describe and explain the purpose and use of worksheets, workbooks, rows, columns, cells and ranges in spreadsheet software
Provide a screen shot of a typical spreadsheet, with boxes for labelling and explaining these different features
www.usd.edu/trio/tut/excel/ introduction to spreadsheets
Absolute and relative referencing
Describe absolute and relative cell referencing, and give examples of uses of each method
Students work through the online tutorial and make their own notes on absolute and relative cell references
www.usd.edu/trio/tut/excel/ www.awardsites.com/tutorials/excel/cell_ref-
01.htm
Simulations Describe simulations Students explain the advantages and
disadvantages of using a spreadsheet to create and run simulations
http://www.kented.org.uk/ngfl/software/ simulations/index.htm Lots of links to simulations
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SUGGESTED TEACHING TIME
10 HOURS TOPIC
SPREADSHEET CONCEPTS
TOPIC OUTLINE SUGGESTED TEACHING AND HOMEWORK ACTIVITIES SUGGESTED RESOURCES POINTS TO NOTE
Consolidation Review glossary of terms Explore previous exam questions on this
topic
www.whatis.techtarget.com IT encyclopaedia and learning centre
www.teach-ict.com past exam questions Successful ICT Projects in Access – PM
Heathcote This textbook covers database design, creating tables, forms and sub-forms, queries, importing and exporting data to other packages, analysing and processing data, reports and macros
Many of the topics listed below are best understood by practical exercises. Suitable exercises can be found in Heathcote and there are several sites where students can download databases
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SUGGESTED TEACHING TIME
10 HOURS
TOPIC RELATIONAL DATABASE CONCEPTS
TOPIC OUTLINE SUGGESTED TEACHING AND HOMEWORK ACTIVITIES SUGGESTED RESOURCES POINTS TO NOTE
Database terminology Candidates should be able to: Describe the terms typically used in
relational data base terminology : tables, primary key, field, record, relationship, foreign key, duplicate data, referential integrity, entity, attribute, explaining the role and purpose of each
Identify tables, records, fields, primary keys and foreign keys
Student produce a table giving definitions, role and purpose for all terms listed above
AS ICT for OCR Ch 12 www.teach-ict.com/as_a2/topics/databases/databases.htm www.advanced-ict.info/?databases/index.html& This
website describes many of these terms – see Database Structure
www.geekgirls.com/database_dictionary.htm dictionary of database terms
www.fatmax.org PPT dbintro.ppt
This first presentation covers all aspects of this module and is an excellent introduction to DBMS
Advantages and disadvantages of normalisation
Describe the advantages and disadvantages of normalisation
Students are given 2 databases containing the same data but in 2 different formats – normalised and not normalised. They are asked to carry out several different queries and then to evaluate the two different formats
www.advanced-ict.info/?databases/index.html& AS ICT for OCR p190
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SUGGESTED TEACHING TIME
10 HOURS
TOPIC RELATIONAL DATABASE CONCEPTS
TOPIC OUTLINE SUGGESTED TEACHING AND HOMEWORK ACTIVITIES SUGGESTED RESOURCES POINTS TO NOTE
Data dictionary Describe the components of a data dictionary
Students may use the normalised database from above and write their own data dictionary
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SUGGESTED TEACHING TIME
10 HOURS TOPIC RELATIONAL DATABASE CONCEPTS
TOPIC OUTLINE SUGGESTED TEACHING AND HOMEWORK ACTIVITIES SUGGESTED RESOURCES POINTS TO NOTE
Entity Relationship Diagrams Define relationships between entities using an entity relationship diagram for a given scenario
Relationships – give students a list of scenarios and ask them to place into one-one, one-many many-many e.g. head teacher and schoolOR
Guide students to the smckearney website or the FAT MAX PPT
www.advanced-ict.info/?databases/index.html&
www.smckearney.com/dbs1/examples/ index.php This website gives students the opportunity to have a go at many practice examples in order to understand the concepts
www.teach-ict.com/as_a2/topics/databases/ databases.htm PPT on RDBMS donated by Fat Max includes practical exercises on entity modelling
Characteristics of 1st, 2nd and 3rd form
Identify the characteristics of data in unnormalised (0NF), first normal form (1NF), second normal form (2NF), and third normal form (3NF)
Give the students examples of different tables and ask them to identify which form of normalisation has been usedOR
Guide students to the smckearney website for online normalisation exercises.
www.advanced-ict.info/?databases/index.html& Merits database available on www.advanced-
ict.info/ www.smckearney.com/dbs1/examples/index.php
Normalisation is very difficult for many students – the more practice at normalising databases the better. They must be able to identify the different stages of normalisation
Select data types Select appropriate data types for a given set of data, and explain the advantages and disadvantages of alternative data
www.advanced-ict.info/?databases/index.html& descriptions of the different data types
www.advanced-ict.info/theory/ICT2/boolean.ppt
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SUGGESTED TEACHING TIME
10 HOURS TOPIC RELATIONAL DATABASE CONCEPTS
TOPIC OUTLINE SUGGESTED TEACHING AND HOMEWORK ACTIVITIES SUGGESTED RESOURCES POINTS TO NOTE
types Look at the PPT on Boolean operators
interactive examples
Queries Describe dynamic and static parameter queries and simple and complex queries and explain when and how they might be used
Use the stock control database to try out these different queries
Ch 4 Heathcote Ch 12 AS ICT for OCR Download the Stock Control database from
www.advanced-ict.info/ good query practice
Consolidation Glossary of terms Review past examination questions Revision notes
www.whatis.techtarget.com IT encyclopaedia and learning centre
www.teach-ict.com past exam questions
Students should complete this revision sheet to check they understand all topics
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SUGGESTED TEACHING TIME
10 HOURS TOPIC APPLICATIONS SOFTWARE USED FOR PRESENTATION AND COMMUNICATION OF DATA
TOPIC OUTLINE SUGGESTED TEACHING AND HOMEWORK ACTIVITIES SUGGESTED RESOURCES POINTS TO NOTE
Characteristics of documents
Describe the characteristics of documents: character, paragraph, sections, frames, headers, footers, footnotes and pages and how they should be used
Students produce a glossary of terms Screen shot of a word document – ask
the students to identify the different features
AS ICT for OCR Chapter 7
Mail merge Describe how word processing and DTP software can be used with data from a spreadsheet or database for mail merge, and describe the advantages of using this technique
Students choose to carry out a mail merge using either a WP or DTP package with a SS or DB – write a report contrasting and comparing
www.advanced-ict.info Article on mail merge including an example mail merge to download
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SUGGESTED TEACHING TIME
10 HOURS
TOPIC APPLICATIONS SOFTWARE USED FOR PRESENTATION AND COMMUNICATION OF DATA
TOPIC OUTLINE SUGGESTED TEACHING AND HOMEWORK ACTIVITIES SUGGESTED RESOURCES POINTS TO NOTE
Reformatting documents to meet the needs of an application
Describe how a document can be reformatted to suit the needs of a given application
Give the student a document in one format and ask them to change it to another format. For example a report produced by a firm now needs to be displayed on the Web. Or a letter from a customer needs summarising
for the manager
Documents can be changed to suit people with impairment such as visual impairment
This part of the specification also deals with integrating a part of a spreadsheet into a report
Clipart and thumbnail images
Discuss the advantages and disadvantages of using clipart images and collections of thumbnail images
Students prepare a table of advantages and disadvantages of each type of image
AS ICT for OCR - Ch 10, p169/170http://en.wikipedia.org/wiki/Clipart http://en.wikipedia.org/wiki/thumbnail
Vector and bitmap graphics Describe the differences between vector and bitmap graphics and evaluate their suitability for given applications
Source both vector and bitmap graphics – with reference to the prepressure website, ask students to carry out changes to the different images and write
http://www.prepressure.com/library/file-formats/bitmap-versus-vector
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SUGGESTED TEACHING TIME
10 HOURS
TOPIC APPLICATIONS SOFTWARE USED FOR PRESENTATION AND COMMUNICATION OF DATA
TOPIC OUTLINE SUGGESTED TEACHING AND HOMEWORK ACTIVITIES SUGGESTED RESOURCES POINTS TO NOTE
a report on the difference between these two
forms of graphical images
Graphics libraries Describe the advantages and disadvantages of using graphic libraries and their use in the following applications: kitchen design, cartography and network design
Explain what a graphic library is and ask students to design their own kitchen, create a network or build a map – the websites in the next column will help. After using one of these websites, the student could then write a report on the usefulness of a graphics library
www.ikeafans.com/forums/tutorials/ - ideas on kitchen design
www.teach-ict.com Create your own network http://www.ordnancesurvey.co.uk/oswebsite/ -
cartography
Features of Presentation Software
Describe the features of presentation software: text, images, sound, video, animation, slide transition, hyperlinks, hotspots, buttons
Compare delivering a presentation using acetate and using a computer and projector describing the advantages and disadvantages of each
www.advanced-ict.info and go to Microsoft PowerPoint
http://www.economicsnetwork.ac.uk/advice/ powerpoint.htm for discussion on making PowerPoint non-linearhttp://www.guidesandtutorials.com/non-linear- powerpoint.html
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10 HOURS
TOPIC APPLICATIONS SOFTWARE USED FOR PRESENTATION AND COMMUNICATION OF DATA
TOPIC OUTLINE SUGGESTED TEACHING AND HOMEWORK ACTIVITIES SUGGESTED RESOURCES POINTS TO NOTE
Compare and give advantages and disadvantages of different modes of navigation (automatic and manual transition) and identify and give examples of when the use of each method is more suitable
Describe non-linear and hierarchical presentations giving the advantages and disadvantages of each. Identify and give examples of where each may be more suitable
ACTIVITIES: Students prepare a glossary of terms Produce a spider diagram to explain
features of presentation software 2 groups – one uses IT to deliver a talk,
the other uses non-it methods. Prepare a report comparing and contrasting
Research and evaluate PPT presentations on the internet in relation to
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= Innovative teaching idea = Stretch and challenge opportunity idea
= ICT opportunity
I ICT H117: Information, System and Applications G061
SUGGESTED TEACHING TIME
10 HOURS
TOPIC APPLICATIONS SOFTWARE USED FOR PRESENTATION AND COMMUNICATION OF DATA
TOPIC OUTLINE SUGGESTED TEACHING AND HOMEWORK ACTIVITIES SUGGESTED RESOURCES POINTS TO NOTE
navigation
Research and evaluate PPT presentations on the internet in relation to non-linear and hierarchical
Consolidation Glossary of terms Review past examination questions
www.whatis.techtarget.com IT encyclopaedia and learning centre
www.teach-ict.com past exam questions
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= Innovative teaching idea = Stretch and challenge opportunity idea
= ICT opportunity
I ICT H117: Information, System and Applications G061
SUGGESTED TEACHING TIME
10 HOURS TOPIC
THE ROLE AND IMPACT OF ICT
TOPIC OUTLINE SUGGESTED TEACHING AND HOMEWORK ACTIVITIES SUGGESTED RESOURCES POINTS TO NOTE
Impact of ICT Discuss the impact of ICT on society, organisations and individuals
Students complete worksheets after looking at the suggested resources
www.teach-ict.com – Social Impact of ICT (PPT and worksheet), PPT on the Caring Society, Effect ICT on employment, mini-website on E-Commerce
www.fatmax.org - PPT on the Caring Society, ICT, Business and Commerce
On the teach-ict website, select AS/A2 and Index to find these PPTs, mini-websites and worksheets
Future developments of ICT Discuss future developments in ICT and their impact on transport, medicine, the disabled. Education, entertainment, shopping, marketing and communication
Each student picks a topic, researches on the internet – suggested websites in next column - and produces a report for presentation to the rest of the group
www.teach-ict.com www.fatmax.org
Many PPT presentations, mini websites and worksheets to cover all the items mentioned in this section
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= ICT opportunity
ICT H117: Information, System and Applications G061
SUGGESTED TEACHING TIME
10 HOURS TOPIC
THE ROLE AND IMPACT OF ICT
TOPIC OUTLINE SUGGESTED TEACHING AND HOMEWORK ACTIVITIES SUGGESTED RESOURCES POINTS TO NOTE
Legal Aspects of ICT Data Protection Act (1998) Computer Misuse Act (1990) Copyright, Designs and Patents Act (1988) Regulation of Investigatory Powers Act
(2000) Electronic Communications Act (2000) Freedom of Information Act (2000) Produce a report outlining the reasons for
the introduction of these acts, their main points and their impact on an organisation
DTP, CMA and CDPA – mini-websites on www.teach-ict.com
The last 3 acts are new but excellent information can be found on www.enwikipedia.com
Ch 6, p100 -107, AS ICT for OCR
The first 3 acts are well documented on many websites
Combating ICT crime and protecting ICT systems
Combating ICT crime and protecting ICT systems: physical security, firewalls, backup, encryption, biometric security, software patches/updates, anti-virus and anti-spyware software, access rights, auditing, education of users, user IDs, passwords and methods for ensuring passwords remain effective
Students prepare their own guide to combating ICT crime (a Word document or PPT presentation)
www.teach-ict.com mini-website on Types of Computer Crime, Computer Viruses and other problems, plus links to current news stories
WWW.fatmax.org one page handout on biometric security measures
www.vicomsoft.com/knowledge/reference/ firewalls1.html questions and answers on firewalls
www.lloydstsb.com/security.asp information on internet banking and security
Find suitable worksheets and guide the students to suitable websites. There is a plethora of information on this topic available
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= Innovative teaching idea = Stretch and challenge opportunity idea
= ICT opportunity
ICT H117: Information, System and Applications G061
SUGGESTED TEACHING TIME
10 HOURS TOPIC
THE ROLE AND IMPACT OF ICT
TOPIC OUTLINE SUGGESTED TEACHING AND HOMEWORK ACTIVITIES SUGGESTED RESOURCES POINTS TO NOTE
ICT H117: Information, System and Applications G061
SUGGESTED TEACHING TIME
10 HOURS TOPIC
THE ROLE AND IMPACT OF ICT
TOPIC OUTLINE SUGGESTED TEACHING AND HOMEWORK ACTIVITIES SUGGESTED RESOURCES POINTS TO NOTE
Networking computers Describe the advantages and disadvantages of networking computers
Ask students to use the interactive website to create their own network
Write a report on the pros and cons of having computers networked
www.teach-ict.com Creating a computer network – an interactive website and a PPT Networks Psonica
www.erg.abdn.ac.uk/users/gorry/eg3561/ questions/intro/index.html - online quiz on networks
This interactive site will help candidates understand the principles of creating a network. At this stage it is only the advantages and disadvantages that are needed
Standards in ICT Explain why standards are required and the impact of different organisations and
Using Google search for “10 Commandments of Computer Ethics”
I have taken this topic to relate to ethics, code of conducts etc.
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ICT H117: Information, System and Applications G061
SUGGESTED TEACHING TIME
10 HOURS TOPIC
THE ROLE AND IMPACT OF ICT
TOPIC OUTLINE SUGGESTED TEACHING AND HOMEWORK ACTIVITIES SUGGESTED RESOURCES POINTS TO NOTE
networks having different standards Class discussion on “The Ten
Commandments of Computer Ethics” Research The British Computer Society with
relations to Codes of Conduct
www.teach-ict.com 7 ethical dilemmas and current news stories www.bcs.org
Standardisation has already been covered in 3.1.2 a. However the many difficulties associated with non-standardised hardware and software should be discussed
Health and Safety Describe health problems related to working with ICT: repetitive strain injury, carpal tunnel syndrome, ulnar neuritis, deep vein thrombosis, eyesight defects, fatigue, backache, stress
Describe safety problems related to working with ICT: trailing wires risk of fire and electrocution, unsecured equipment, food and drink and proximity to water
Describe appropriate measures for avoiding health and safety problems
Possible tasks:Students complete a table on health risks, description, cause and preventionStudents complete a table on safety risks, description, cause and prevention
Search Internet to find suitable health and safety policies and then produce own health
AS ICT for OCR Ch 6, p111-113 www.teach-ict.com – see PPT on Health and
Safety - Psonica
Students should understand the difference between health and safety. Because the two terms are often bracketed together they are sometimes treated as one topic but they are two separate topics
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= Innovative teaching idea = Stretch and challenge opportunity idea
= ICT opportunity
ICT H117: Information, System and Applications G061
SUGGESTED TEACHING TIME
10 HOURS TOPIC
THE ROLE AND IMPACT OF ICT
TOPIC OUTLINE SUGGESTED TEACHING AND HOMEWORK ACTIVITIES SUGGESTED RESOURCES POINTS TO NOTE
and safety policy for school
Consolidation Glossary of terms Review past examination questions
www.whatis.techtarget.com IT encyclopaedia and learning centre
www.teach-ict.com past exam questions
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Sample GCE Lesson Plan: H117 ICT
G061: Information, Systems and Applications
3.1.5c – The rules and different forms of normalisation
OCR recognises that the teaching of this qualification will vary greatly from school to school and from teacher to teacher. With that in mind, this lesson plan is offered as a possible approach but will be subject to modifications by the individual teacher.
Lesson length is assumed to be one hour.
Learning Objectives for the lesson
Objective 1 Students to be able to identify the characteristics of data in unnormalised form (0NF)
Objective 2 Students to be able to identify the characteristics of data first normal form (1NF)
Objective 3 Students to be able to identify the characteristics of data second normal form (2NF)
Objective 4 Students to be able to identify the characteristics of data third normal form (3NF)
Objective 5 Students to be able to use the correct notation for table structures
Objective 6 Students to be able to normalise data
Recap of previous experience and prior knowledge
Database terminology especially entity, attribute, key (primary, foreign and composite) and knowledge of RDBMS
Content
Time Content5 minutes Quick review to check that students are happen with database terminology
and the need for RDBMS
10 minutes Introduce the concept of Normalisation – to avoid redundancy of data, inconsistencies and to simplify searching. “Every attribute is dependent on the key, the whole key and nothing but the key”Inform students on correct notation for table structuresLook at www.advanced-ict/info Select Databases and Normalisation
10 minutes Students write down the characteristics for 0NF, 1NF, 2NF and 3NF
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Time Content15 minutes Students are given examples of different tables and asked to identify which
form of normalisation the table is in and to write out the data structures in correct notation
10 minutes Students try to normalise data by using the online normalisation exercises on www.smckearney.com/dbs1/examples/index.php
Consolidation
Time Content10 minutes To check students’ understanding – look at a past examination question. 5
minutes for the student and then 5 minutes for a plenary session.Suitable questions: Q6, 2514 June 2007 or Q2c 2514 June 2007
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Sample GCE Lesson Plan: H117 ICT
G061: Information, Systems and Applications
3.1.5d – The advantages and disadvantages of normalisation
OCR recognises that the teaching of this qualification will vary greatly from school to school and from teacher to teacher. With that in mind, this lesson plan is offered as a possible approach but will be subject to modifications by the individual teacher.
Lesson length is assumed to be one hour.
Learning Objectives for the lesson
Objective 1 Students to be able to identify the advantages of normalised data – redundancy, consistency, integrity, maintenance and future expansion
Objective 2 Students to be able to identify the disadvantages of normalised data
Recap of previous experience and prior knowledge
Database terminology especially entity, attribute, key (primary, foreign and composite) and knowledge of RDBMS.
The characteristics for 0NF, 1NF, 2NF and 3NF
Content
Time Content5 minutes Quick review to check that students are happen with database terminology
and the need for RDBMS and the characteristics for 0NF, 1NF, 2NF and 3NF
10 minutes Students look at the PPT presentation on Normalisation www.ocrict.org – slide 20 and pages 190/191 of AS ICT for OCR and make notes
15 minutes Students are given 2 databases – one in unnormalised form and one in normalised form (preferably 3NF). Students are given a list of tasks to carry out using the two different databases – adding, deleting and amending data, and carrying out queries. A suitable example could be based on the library database from www.advance-ict.info
15 minutes With reference to the 5 advantages of normalised data, students produce a report/table comparing and contrasting the two databases and the tasks they had to carry out
10 minutes Students present their report to the class
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Consolidation
Time Content5 minutes Plenary discussion – the students should be able to produce a list of
advantages and (maybe) disadvantages of normalisation
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Sample GCE Lesson Plan: H117 ICT
G061: Information, Systems and Applications
3.1.7b – Future developments in ICT
OCR recognises that the teaching of this qualification will vary greatly from school to school and from teacher to teacher. With that in mind, this lesson plan is offered as a possible approach but will be subject to modifications by the individual teacher.
Lesson length is assumed to be one hour.
Learning Objectives for the lesson
Objective 1 Students to be able to identify our dependency on ICT in every day life
Objective 2 Students to be able to discuss future development in ICT and their impact on transport, medicine, disabled, education, entertainment, shopping, marketing and communication
Recap of previous experience and prior knowledge
The impact of ICT on society
Content
Time Content5 minutes A class discussion on society’s independence on ICT. There was an
excellent article in The Guardian on 14 February 1996 on “Life BC (Before the age of the Computer). This article helps students realise how much of every day life (that they take for granted) is only made possible by the computer.
10 minutes Students are asked to pick one topic each from transport, medicine, disabled, education, entertainment, shopping, marketing and communication and to research on the Internet future developments
15 minutes Students are then asked to produce a short (3 minute max) presentation of their researched topic making sure they give the advantages and
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disadvantages and arrive at a conclusion. This should prepare them for answering “discuss” type questions
25 minutes Students present their reports to the rest of the class. Reports are then collated and distributed to all members of the group
Consolidation
Time Content5 minutes Review of previous examination questions. Suitable questions: Q10, 2512
June 2007, Q10 2512 January 2006
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Sample GCE Lesson Plan: H117 ICT
G061: Information, Systems and Applications
3.1.6j – Non-linear and hierarchical presentations
OCR recognises that the teaching of this qualification will vary greatly from school to school and from teacher to teacher. With that in mind, this lesson plan is offered as a possible approach but will be subject to modifications by the individual teacher.
Lesson length is assumed to be one hour.
Learning Objectives for the lesson
Objective 1 Students to be able to understand the difference between a non-linear and hierarchical presentation
Objective 2 Students to be able to identify the advantages and disadvantages of a non-linear presentation
Objective 3 Students to be able to identify the advantages and disadvantages of an hierarchical presentation
Objective 4 Students to be able to identify the most suitable type of presentation for a given situation
Recap of previous experience and prior knowledge
Familiarity with the appropriate software application, probably PowerPoint
Content
Time Content10 minutes Explanation of non-linear and hierarchical presentation and the features and
characteristics of each type of presentation.
10 minutes Provide 2 presentations for the students to look at – one non-linear and one hierarchical. An excellent example of a non-linear presentation can be found on http://whiteboard.ups.com/ and the PPT on Applications Software used for
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Presentation and Communication of Data from www.ocrict.org.uk
10 minutes Students write down the advantages and disadvantages of each presentation and identify the needs of the intended audience for each presentation
10 minutes Class discussion – students are then asked to produce a list of characteristics/features by which they can evaluate a presentation such as ease of navigation, ability to select etc.
Time Content10 minutes Students visit www.thinkoutsidetheslide.com and read some of the articles on
presentations
Consolidation
Time Content10 minutes Plenary session – discussion of any interesting facts found on the above website
e.g. the article on Death by PowerPoint!
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Other forms of Support
In order to help you implement the new ICT specification effectively, OCR offers a comprehensive package of support. This includes:
OCR Training
Get Ready…introducing the new specifications
A series of FREE half-day training events are being run during Autumn 2007, to give you an overview of the new specifications.
Get Started…towards successful delivery of the new specifications
These full-day events will run from Spring 2008 and will look at the new specifications in more depth, with emphasis on first delivery.
Visit www.ocr.org.uk for more details.
Mill Wharf Training
Additional events are also available through our partner, Mill Wharf Training. It offers a range of courses on innovative teaching practice and whole-school issues - www.mill-wharf-training.co.uk.
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e-Communities
Over 70 e-Communities offer you a fast, dynamic communication channel to make contact with other subject specialists. Our online mailing list covers a wide range of subjects and enables you to share knowledge and views via email.
Visit https://community.ocr.org.uk, choose your community and join the discussion!
Interchange
OCR Interchange has been developed to help you to carry out day to day administration functions online, quickly and easily. The site allows you to register and enter candidates online. In addition, you can gain immediate free access to candidate information at your convenience. Sign up at https://interchange.ocr.org.uk
Published Resources
OCR offers centres a wealth of quality published support with a fantastic choice of ‘Official Publisher Partner’ and ‘Approved Publication’ resources, all endorsed by OCR for use with OCR specifications.
Publisher partners
OCR works in close collaboration with three Publisher Partners; Hodder, Heinemann and Oxford University Press (OUP) to ensure centres have access to:
Better published support, available when you need it, tailored to OCR specifications
Quality resources produced in consultation with OCR subject teams, which are linked to OCR’s teacher support materials
More resources for specifications with lower candidate entries
Materials that are subject to a thorough quality assurance process to achieve endorsement
The publisher partnerships are non-exclusive with the GCE Sciences being the only exception. Heinemann is the exclusive publisher partner for OCR GCE Sciences.
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Heinemann is producing the following resources for OCR GCE ICT for first teaching in September 2008 [publication – Spring 2008]
Glen Millberry, Sonia Stuart, Paul Long, Ian Paget OCR ICT for AS Student edition with Dynamic Learning CD ROM (2008) ISBN: 9780340958285
Glen Millberry, Sonia Stuart, Paul Long, Ian Paget OCR ICT for AS Dynamic Learning Network Edition CD ROM (2008) ISBN: 9780340967003
OCR ICT for A2 Student Edition with Dynamic Learning CD ROM
OCR ICT for A2 Dynamic Learning edn CD ROM
Endorsement
OCR endorses a range of publisher materials to provide quality support for centres delivering its qualifications. You can be confident that materials branded with OCR’s “Official Publishing Partner” or “Approved publication” logos have undergone a thorough quality assurance process to achieve endorsement. All responsibility for the content of the publisher’s materials rests with the publisher.
These endorsements do not mean that the materials are the only suitable resources available or necessary to achieve an OCR qualification. Any resource lists which are produced by OCR shall include a range of appropriate texts.
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